Desarrollo de una AIM didáctica para la enseñanza de la Tecnología farmacéutica.

Con la utilización de las nuevas tecnologías multimedia podrá disponerse de materiales pedagógicos capaces de ofrecer temas, detalles e información que escapa de los objetivos de la clase tradicional. Con el presente trabajo se aporta un acercamiento real, práctico y útil que supone el aprovechamiento de las nuevas tecnologías de la información para la enseñanza de la tecnología multimedia.

Aim high in Edexcel GCSE english.

Prepara para el curso General Certificate Secondary Education (GCSE) Edexcel de lengua inglesa pues enseña las habilidades principales y las técnicas necesarias para superar cada parte de los exámenes, además de explicar qué destrezas de lectura y escritura son evaluadas. Para ello, incluye actividades prácticas, una muestra de las respuestas de los estudiantes de diferentes niveles con los comentarios de los examinadores y, orientaciones para ayudar a fijar objetivos personales. También, se añade un glosario con definiciones de palabras de la Antología Edexcel.

Actividad interdisciplinar de módulo (aim) eje del autoaprendizaje interdisciplinar

Reflexionamos sobre una experiencia que hemos puesto en marcha este curso en el grado de Educación Social de la E.U. de Magisterio de Bilbao (UPV/EHU) que es la AIM (Actividad Interdisciplinar de Módulo). La titulación tiene una estructura modular y cada módulo está asociado a unas competencias generales y específicas. Además, adopta una perspectiva interdisciplinar que hace confluir las distintas disciplinas en la realización de un trabajo en grupo llamado AIM, el cual requiere articular saberes teóricos y procedimentales relativos a las distintas materias que configuran el módulo con el objetivo de impulsar el aprendizaje interdisciplinar del alumnado.

In search of the aim of the free movement of persons provisions: has the Court of Justice missed the point?

The Court of Justice has, over the years, often been vilified for exceeding the limits of its jurisdiction by interpreting the provisions of Community legislation in a way not seem originally envisaged by its drafters. A recent example of this approach was a cluster of cases in the context of the free movement of workers and the freedom of establishment (Ritter-Coulais and its progeny), where the Court included within the scope of those provisions situations which, arguably, did not present a sufficient link with their (economic) aim. In particular, in that case law the Court accepted that the mere exercise of free movement for the purpose of taking up residence in the territory of another Member State whilst continuing to exercise an economic activity in the State of origin, suffices for bringing a Member State national within the scope of Articles 39 and 43 EC. It is argued that the most plausible explanation for this approach is that the Court now wishes to re-read the economic fundamental freedoms in such a way as to include within their scope all economically active Union citizens, irrespective of whether their situation presents a sufficient link with the exercise of an economic activity in a cross-border context. It is suggested that this approach is problematic for a number of reasons. It is, therefore, concluded that the Court should revert to its orthodox approach, according to which only situations that involve Union citizens who have moved between Member States for the purpose of taking up an economic activity should be included within the scope of the market freedoms.

Do normative judgements aim to represent the World?

Many philosophers think that normative judgements do not aim to represent the world. In this paper, I argue that this view is incompatible with the thought that when two people make conflicting normative judgements, at most one of these judgements is correct. I argue that this shows that normative judgements do aim to represent the world.

Don’t aim too high for your kids: parental over-aspiration undermines students’ learning in mathematics

Previous research has suggested that parents’ aspirations for their children’s academic attainment can have a positive influence on children’s actual academic performance. Possible negative effects of parental over-aspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative sample of German schoolchildren and their parents (N = 3,530; grades 5 to 10), we showed that parental aspiration and children’s mathematical achievement were linked by positive reciprocal relations over time. Importantly, we also found that parental aspiration that exceeded their expectation (i.e., over-aspiration) had negative reciprocal relations with children’s mathematical achievement. These results were fairly robust after controlling for a variety of demographic and cognitive variables such as children’s gender, age, intelligence, school type, and family SES. The results were also replicated with an independent sample of US parents and their children. These findings suggest that unrealistically high parental aspiration can be detrimental for children’s achievement.